Open lectures UV9357
Join us for the open lectures of PhD course UV9357 - Developing functional scientific literacy by school science teaching.
As part of the PhD course UV9357 - Developing functional scientific literacy by school science teaching, open lectures will be held by
Associate Prof. Carolyn S. Wallace (Kennesaw State University)
Prof. Stein Dankert Kolstø (University of Bergen)
Prof. Per-Olof Wickman (Stockholm University)
Marianne Ødegaard/Gard Ove Søvik (University of Oslo)
Prof. Erik Knain (University of Oslo)
These lectures are open to all and will take place in room 231, Helga Engs hus:
10.00-11.00 Plenary: Associate Prof. Carolyn S. Wallace:
"Authenticity, multiple discourses and the 'Third Space' revisited: Exploring the most significant concepts for research on scientific language use today"
This plenary lecture will reexamine the ideas presented in Dr. Wallace’s 2004 publication, “Framing new research in scientific literacy and language use: Authenticity, multiple discourses and the Third Space” (Science Education, 88 (6), 901-914). The lecture will focus on how Dr. Wallace views this framework today in light of contemporary research on science language use in the classroom. Dr. Wallace will address how ongoing research has led to further developments in the field, including important breakthroughs for the promoting of authentic and meaningful student reading, talk and writing practices. The future of research on scientific literacy, including the most pressing questions affecting this, will be discussed.
11.00-12.00 Plenary: Prof. Per-OlofWickman:
"A didactic model for analyzing the continuity between everyday experience and school science teaching"
A didactic model is not a general theory about learning, but one that helps teachers analyze classroom transactions in planning, realizing and assessing teaching and learning. I present a didactic model based on the thinking of John Dewey of how the teacher and the students in communication and action can establish continuity between everyday and scientific practices. Real cases are given of how the model can be used to analyze classroom interaction and how teachers could best support students’ interest and learning.
13.00- 14.00 Plenary: Prof. Stein Dankert Kolstø:
"Students’ development of deep understanding and the challenge of ZPD and authentic language use"
In general, reading and participating in debate on socio-scientific issues presupposes, among other competencies, functional understanding of some scientific ideas. However, many science students often do not seem to come to grip with such ideas, and their participation in literary scientific practices in the science classroom are often limited. This presentation will introduce our research focusing on strategies to enhance students’ participation in scientific dialogue and discuss this in relation to prior research on this topic.
10.00-11.00 Plenary: Prof. Marianne Ødegaard/Gard Ove Søvik:
"'Do Books Like These Have Authors?'” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction?"
In anintegrated inquiry-based science and literacy approach the inter-relationship between multiple learning modalities and phases of inquiry illuminate possible dynamics between science inquiry and literacy. Drawing on New Literacy Studies perspectives—seeing literacy as a situated social practice— analyses reveal how multiple literacies emerge in the context of integrated science-literacy instruction, in which elements of students’ informal literacies become valuable resources in the dialogic process of inquiry. The students engage in literacy
practices that transcend the contexts of science and school science to incorporate texts and literacy practices from the students’ everyday lives as well as practices that are confined to a school-only context.
11.00 – 12.00 Plenary: Prof. Erik Knain:
"Scientific literacy for participation: A language based model for design of teaching and analysis of learning"
Scientific literacy for participation is approached on the premise that language is key to understanding the nature of both learning and participation. An analytical model building on among others Halliday, Gee and Wallace is applied to focus key design aspects for designing and analyzing teaching aiming for developing students’ capacities for participation in practices in society, including complex environmental issues. Furthermore, the model is developed into a guide for designing teaching by the key questions: What, How, Who and Why.